Faculty mentoring is a significant part of professional growth and development across our school network. This culture of growth and mentoring encourages continual teaching excellence, supports educators in their personal and professional growth, and enriches the learning environment for our students.
In part 2 of this series on faculty mentoring in our schools, teachers who have benefitted both as mentors and mentees share significant experiences and effective practices in mentorship.
Read part 1 here.
Significant Mentoring Experiences
“A particularly significant experience was when I assisted a new teacher in navigating a challenging curriculum transition. This collaboration reinforced my curriculum planning skills and highlighted the importance of adaptability in teaching. Through these mentoring relationships, I’ve gained valuable insights, particularly in understanding and addressing diverse learning needs, and have developed a deeper appreciation for emotional intelligence in education. These skills have been instrumental in connecting more effectively with both teachers and students.”
Muzafar Malikov
Grade 7 Physics Course Advisor, Chair of Middle School Science
BASIS International School Shenzhen
“One of the significant highlights of my mentor experience at BASIS has been the improvement in my understanding of the student-centered approach to learning. Frequent reflections and mentor feedback helped me not only deepen my understanding but also implement it into practice.”
Dima Mishchenko
AP Physics 1 & Honors Physics Teacher
BASIS International School Park Lane Harbour
“When our Science department expanded, we brought one of our teachers in as co-chair alongside me. His teaching skills were excellent, but he needed guidance and support in managing a team. Through working with him during the year, I saw him grow into a leader, and he has now taken over sole responsibility for the department.”
Chris McGee
Vice Head of Upper School
BASIS Bilingual School Shenzhen
“I have had many significant experiences in mentoring relationships. One that comes to mind is a teacher who was working diligently to support a student facing difficulty with transitions and managing their emotions. Conversations with this teacher resulted in a refreshed perspective and a revived energy to guide the child. At the center of the conversations was how our most challenging students are the ones who call us educators to expand our tool belt and effective teaching strategies. If we are truly willing to reflect and look inward rather than blaming a challenging child, we can identify solutions, take actions toward the results we desire, and grow massively.”
Stephen Backhus
Vice Head of Primary and ECE
BASIS International School Nanjing
“Embarking on the journey of mentorship at BASIS has been an enriching experience, aligning with Jack Welch’s profound insight that “when you become a leader, success is all about growing leaders.” As a mentor, I find immense satisfaction in shaping a culture that defines our approach to teaching and learning. Instilling a shared understanding of excellent teaching practices is pivotal for our new staff, enabling them to integrate seamlessly into our educational ethos. It’s not just about imparting knowledge but also about motivating and undertstanding each individual’s unique strengths and weaknesses.”
Polina Jackson
Vice Head of High School
BASIS International School Hangzhou
“To be a mentor in the BASIS network is a phenomenal experience as I get the chance to observe wonderfully planned and executed classes from teachers who have a vast amount of knowledge and skill. After the observation, I relish the opportunity to aid in the reflection process for teachers to help find their next step in the evolution of their journey to become the best version of a teacher they can become.”
David Denys
Grade 3 Humanities Teacher
Grade 2 & 3 Humanities Course Advisor/Chair of Humanities
BASIS International School Hangzhou
“In my capacity as a mentor at BASIS, I’ve found the most impactful aspect of faculty mentoring lies in providing personalized support and embracing a collaborative approach. Guiding new teachers through customized processes, including curriculum design and effective classroom strategies, creates an environment that nurtures a sense of community and fosters professional growth. One notable mentoring experience involved aiding a colleague in navigating our curriculum, observing their confidence flourish as they embraced innovative teaching methods. As a mentee, I gained valuable insights, with an emphasis on continuous learning and thoughtful reflection on my teaching practices.”
Mark Mauws
Chair of ELL
BASIS International & Bilingual Schools Chengdu
Effective Mentorship
“The hallmark of faculty mentoring at BASIS lies in its approach that facilitates the seamless integration of new educators into the BASIS community. In my experience as a mentee, the guidance received from seasoned teachers and administrators has been instrumental in shaping my teaching philosophy and refining my classroom strategies. The emphasis on collaboration, constructive feedback, and personalized support has not only accelerated my professional growth but also fostered a sense of belonging within the school community.”
Troy Jakubiec
Chair of Fine Arts
BASIS International & Bilingual Schools Chengdu
“As a Course Advisor (CAD) at BASIS the most effective aspect of mentoring is the collaborative environment that fosters a rich exchange of teaching methodologies and ideas. This environment not only enhances student learning but also significantly contributes to our teachers’ professional development.”
Muzafar Malikov
Grade 7 Physics Course Advisor, Chair of Middle School Science
BASIS International School Shenzhen
“It’s not just the mentee that benefits from having a mentor. I have benefitted from the BASIS way as a mentor myself. I learned so much from mentoring a colleague last year. Seeing their growth and its impact on student learning is greatly satisfying, but experiencing their willingness to grow and seek feedback reinvigorates my passion to improve my craft as well.”
Kyle Vorhies
Chair of Social Studies
BASIS International & Bilingual Schools Chengdu
“Mentoring at BASIS is meaningful and has a real impact on your growth as a professional. The people you work with have huge experience and talent to draw on, and the team spirit in the school means that everyone is pulling together to be the best we can be.”
Chris McGee
Vice Head of Upper School
BASIS Bilingual School Shenzhen
“BASIS’s emphasis on mentoring and coaching in conjunction with a defined structure allows the relationship between teachers and their administrators to build, blossom, and thrive. In most schools I have been a part of, teacher observations are merely evaluative tools, happen infrequently, and often generate a false reflection of the classroom experience. At BASIS, observations are routine and offer an authentic view of our teachers’ practices daily, weekly, and monthly as they progress through their curriculum. With this consistent framework, teachers can genuinely evolve their practice through reflection and implementation of feedback while building strong relationships with their administrators.”
Stephen Backhus
Vice Head of Primary and ECE
BASIS International School Nanjing
“Faculty mentoring at BASIS feels more like a team effort with support from your colleagues and friends. Mentoring is a helpful learning experience with the support of other teachers who have different experiences.”
Amanda Gould
Kindergarten Teacher
BASIS International & Bilingual Schools Chengdu
“I find immense value in our mentoring framework at BASIS, wherein all school managers actively teach at least one core subject course. As the Head of Primary School, I too embrace this practice by personally instructing a section of Grade 4 English. This pivotal approach serves multiple purposes in our mentoring structure. It ensures that the teaching practice of our academic managers remains honed and contemporary, creating a connection with the educational frontlines. Moreover, it provides me with firsthand insights into the intricacies of a teacher’s journey, be it the demanding periods during the academic year or the challenges of orchestrating parent meetings and resolving classroom management issues.
These shared experiences, forged through my involvement in the classroom and subject departments, are the cornerstone of my mentoring dialogues with teachers. They not only facilitate empathy but also empower us to provide support and guidance rooted in genuine understanding and relevance, ultimately allowing us to journey together in pursuit of educational excellence.”
Livia Dilts
Head of Primary School
BASIS International School Guangzhou
“One of my mentors, Stephen, has influenced my journey to becoming a more effective teacher and better person. He demonstrates a steady underlying growth mindset in both his approach to student issues and teacher development coaching. When guiding students in daily life, he not only focuses on solving problems in the present but also thinks one step further, guiding them to solve problems independently in the future. For example, he guided a student to put away scattered markers all over the table adn two other students to interact with each other and have more fun. These demonstrations show a paradigm shift from a “problem-solving” approach to a “student-growth” approach.
In terms of teacher coaching, the toolbox theory Stephen shared is also a good demonstration of a growth mindset. Instead of focusing on what a teacher didn’t do well when a problem arises, the focus is on the opportunity for us to add new tools to our toolbox.
Moreover, Stephen is big on fostering connections between people in the school community, not only between students and teachers but also between teachers. He sees the teachers’ efforts and recognizes them, and he also sees the teachers’ emotions and gives them emotional support. Our daily work can be very stressful sometimes. Still, when we feel seen and recognized in the community and feel what we do is meaningful and valuable, we naturally have more motivation and energy to invest in optimizing our teaching work.
I want to say thank you for everything you have done–what you do impacts me being a better teacher and person.”
Doris Ma
Kindergarten Learning Enhancement Teacher (LET)
BASIS International School Nanjing
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